Promoting International Science, Technology, Engineering and Mathematics (STEM) Education by Creativity
DOI:
https://doi.org/10.64348/zije.2026633Keywords:
STEM Education, Creativity, Creative Thinking, Design Thinking, STEM Pedagogy, CREATIVE-STEM Framework.Abstract
The rising intricacy of international challenges has amplified the necessity for STEM education which goes yonder rote-leaning science and technology procedures. Creativity offers a vital pathway for aiding learners apply knowledge, reconnoitre possibilities, and advance innovative solutions to real-world issues. In this paper, the role of creativity in strengthening Science, Technology, Engineering and Mathematics (STEM) education globally was examined with focus on developing contexts like Nigeria. Drawing on relevant literature and theoretical perspectives, including Torrance’s Creativity Theory with the 4Cs of 21st century skills, the paper establishes the close link among creative thinking, problem-solving, inquiry, design, collaboration, and innovation in STEM learning. It recognises curriculum inflexibility, examination-oriented assessment, and inadequate teacher preparation as major barricades to creative STEM education. To address these issues, the paper proposes the CREATIVE-STEM Framework, containing: Curiosity-Driven Inquiry, Real-World Problem Solving, Engaging Design Thinking, Artistic and Technological Integration, Teacher Facilitation, Innovation Hubs and Laboratories, Value of Failure and Iteration, and Equity and Inclusivity. The paper concludes that implanting creativity within STEM education can fortify learners’ capacity to create, evaluate, and improve ideas while preparing them to address local and global challenges responsibly.
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